detail

Doctorate in Educational, Child and Adolescent Psychology

Academic Year 2016/17

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

Doctorate in Educational, Child and Adolescent Psychology

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Doctorate in Educational, Child and Adolescent Psy

Programme Code

PSY-DCH-ED

UCAS Code

JACS Code

C812 (DESCR) 100

Criteria for Admissions

BSc Hons (2.1 or higher) in Psychology; GBC; relevant experience.

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

Interview Required

Conducted by DECAP Team and EA representatives

Mode of Study

Full Time

Type of Programme

Research

Length of Programme

3 Academic Year(s)

Total Credits for Programme

540

Exit Awards available

INSTITUTE INFORMATION

Awarding Institution/Body

Queen's University Belfast

Teaching Institution

Queen's University Belfast

School/Department

Psychology

Framework for Higher Education Qualification Level 
http://www.qaa.ac.uk/publications/information-and-guidance

Level 8

QAA Benchmark Group
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

Psychology (2010)

Accreditations (PSRB)

Date of most recent Accreditation Visit

External Examiner Name:

External Examiner Institution/Organisation

Dr Mark Fox

University of East London

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

N/A

Programme Specific Regulations

Professional Standards and award of the doctoral programme:

To pass the programme students must conform to the standards of professional practice laid out in the BPS Code of Practice and the HCPC Guidance on conduct and ethics for students and Guidance on health and character. If the student’s performance is unsatisfactory with regard to these, this may result in the student’s failure of the professional practice elements of the course.

A person may practise as an Educational Psychologist in the United Kingdom only if they are accepted onto the Health and Care Professions Council (HCPC) register. The HCPC must be satisfied about the suitability of applicants before they are permitted onto the register.

Examination of student work

This is a three year, full time, research doctoral course with taught, research and practice elements consisting of twelve modules, all of which must be passed for the degree to be awarded. All four modules in Year 1 must be passed in order to progress to Year 2. All four modules in Year 2 must be passed in order to progress to Year 3.

Approximately half of the modules will involve practice based activities. Half of the module credits will involve practice and application of psychological research, directly through a large-scale and a small-scale research project, and indirectly through evidence-based practice and problem-based learning. Each module is assessed. Assessment and evaluation of progress are conducted in the following ways:

 Placement performance (evaluation of various competencies including personal and interpersonal skills, psychological thinking, clinical skills, problem solving etc.)
 Academic and clinical coursework (essays, portfolio reports etc.)
 Case presentations.
 Problem-based learning exercises.
 Major research project.

Awards, Credits & Progression of Learning Outcome

The DECAP programme must be taken in full. There is no exemption from parts of the programme through accreditation of prior (experiential) learning or through any other inclusion mechanism.

NB: The information in this section must be read in conjunction with the general University and specific Faculty Regulations. The accumulation of 540 credit points is required for the award of the Doctorate in Educational, Child and Adolescent Psychology.

If a student should not pass sufficient modules to be awarded the Doctorate, a Masters in Applied Psychology may be awarded depending on the number of modules passed and the CATS points accrued. At least 180 CATS points must have been accrued for this award. The award of an MSc will be at the discretion of the university and the DECAP Board of Examiners. Such an award would not confer eligibility to join the HCPC Register.

In the event of a serious illness an aegrotat award may be made if deferral is not possible, without conferring eligibility to join the HCPC Register.

If a student fails to be awarded the Doctorate due to his or her major research failing to reach doctoral quality, an MPhil may be awarded. The award of an MPhil will be at the discretion of the university and the DECAP Board of Examiners. Such an award would not confer eligibility to join the HCPC Register.

Following the oral examination of a student’s thesis, the joint examiners’ report will recommend one of the following options:

a. that the degree of DECAP be awarded as the thesis stands. ___________

b. that the degree of DECAP be awarded, subject to minor corrections being made to the thesis.
(Students must normally complete minor corrections to the satisfaction of the internal examiner within four months from the examiners’ written notification of the minor corrections required.)

c. that the degree of DECAP be awarded, subject to minor revisions being made to the thesis.
(Students must normally complete minor revisions to the satisfaction of the internal examiner within six months from the examiners’ written notification of the minor revisions required.)

d. that the thesis be revised and resubmitted for the degree of DECAP at a later date. When making this decision, examiners may also propose one of e, f or g below as a possible alternative. The student must confirm the preferred option.
(Students must normally complete major revisions and resubmit the thesis for re-examination, within twelve months of the examiners’ written notification of the major revisions required.) ___________

e. that the degree of MPhil be awarded as it stands. ___________

f. that the degree of MPhil be awarded, subject to minor corrections being made to the thesis.
(Students must normally complete minor corrections to the satisfaction of the internal examiner within four months from the examiners’ written notification of the minor corrections required.)

g. that the degree of MPhil be awarded, subject to minor revisions being made to the thesis.
(Students must normally complete minor revisions to the
satisfaction of the internal examiner within six months from the examiners’ written notification of the minor revisions required.)

h. that the student be permitted to revise and resubmit the thesis for MPhil at a later date.
(Students must normally complete major revisions and resubmit the thesis for re-examination, within 12 months of the examiners’ written notification of the major revisions required.) ___________

i. that no research degree be awarded.

Students with protected characteristics

N/A

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No
HCPC.

EDUCATIONAL AIMS OF PROGRAMME

1. Fulfil the wide range of roles that are or could be performed by educational psychologists, working in different contexts and agencies, with a variety of professions and for different client groups (child, family, school, community, institution).
2. Decide using a broad evidence and knowledge base how to assess, formulate and intervene psychologically from a range of possible models and modes of intervention.
3. Adopt a critical and scholarly approach to educational, child and adolescent psychology, and in particular to the theoretical and empirical bases of their own professional practice, so that their decisions can be informed by a scientific and evidence-based approach.
4. Apply innovative practice in educational psychology and make a substantial and original contribution to the development of the profession.
5. Use effective oral, written and personal communication skills such as will enable them to fulfil their professional role.
6. Work with different religious, cultural and ethnic groups in ways which are sensitive and understanding, which take into account equal opportunities policy and practice, and which provide to all, their best endeavours and application of their skills.
7. Apply assessment and intervention strategies which will enable them to work at different levels and with different groups, including the wide variety and range of skills which may be required of educational psychologists.
8. Work in high priority areas of educational psychological work particularly those relating to statutory functions.
9. Contribute to the development of the profession through finding their own areas of specialization and interest.
10. Deal with challenges of the future, so that they will adapt and develop their skills in ways that will benefit their profession and the children with whom they work.

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

Generate solutions to problems at the level of the individual, group, organization or community.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Use a critical approach as way of enhancing standards and improving practice.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Communicate professional knowledge and recommendations effectively orally or in writing.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

Generalize psychological skills over various situations, settings and client groups.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Apply a critical understanding of research and practice to improve service delivery.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Conduct effective research relevant to service issues, in applied settings under time constraints.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Recognize limits of professional expertise and competence.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Exercise personal and professional responsibility, autonomously and ethically.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Use self-awareness to monitor personal and professional effectiveness.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

Understand how Educational Psychologists work in various settings to promote the education, well-being and development of children and young people.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Understand how to use an evidence base and reflective practice to inform professional skills.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Use a broad range of psychological expertise and competences, based on academic knowledge and professional skills.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Know how to generalize psychological skills and to integrate them effectively in practice.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Apply a critical approach to all aspects of work as means of providing the basis for improvement in practice.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Use high quality research skills in practice.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Understand professional ethics as a means of promoting fairness, particularly with regard to disadvantaged groups.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Have a commitment to professional development.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Recognize the limits of their own professional competence and the range of applicability of the models and methods used.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Respond effectively to service needs as they arise.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

Apply psychological knowledge effectively using interpersonal skills and psychological methods in order to promote the education, development and well-being of children and young people.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Use psychological assessment methods.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Use psychological formulation methods.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Use psychological intervention methods.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Evaluate psychological research and intervention.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Work in a critically reflective and ethical way.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

Communicate psychological research, theory, practice and opinion.

Teaching/Learning Methods and Strategies

Lectures, seminars, tutorials, workshops, problem-based learning, placements, research.

Methods of Assessment

Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews.

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

 

Assessment

 

 

 

 

S1

S2

 

 

Core

Option

Coursework %

Practical %

Examination %

Adolescence and Mental Health

PSY9033

8

30

12 weeks

N

YES

50%

50%

0%

Specialist Interest: Elective

PSY9034

8

30

12 weeks

N

YES

50%

50%

0%

Promoting Change in Complex Systems

PSY9035

8

30

24 weeks

N

YES

50%

50%

0%

Professional, Legal, Social and Historical Contexts

PSY9006

8

45

12 weeks

N

YES

100%

0%

0%

The Learning Environment at home and school

PSY9007

8

45

12 weeks

N

YES

50%

50%

0%

The Developing Child in the Educational Context

PSY9008

8

45

12 weeks

N

YES

50%

50%

0%

Research and Inquiry (1)

PSY9009

8

45

24 weeks

N

YES

100%

0%

0%

Research and Inquiry (3)

PSY9036

8

90

24 weeks

N

YES

100%

0%

0%

Health and Mental Health of Children

PSY9038

8

45

12 weeks

N

YES

100%

0%

0%

Vulnerable Groups

PSY9039

8

45

12 weeks

N

YES

100%

0%

0%

Developing child within the family system

PSY9040

8

45

24 weeks

N

YES

100%

0%

0%

Research and inquiry (2)

PSY9041

8

45

24 weeks

N

YES

100%

0%

0%

Notes